A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program

DOI

10.2991/assehr.k.220201.025How to use a DOI?

Keywords

Pre-service teachers’ identity; collaborative lesson planning; online teaching practice

Abstract

Extensive studies on teacher identity have been reported; however, little attention has been given to how pre-service teachers shape their professional identity in online teaching practice program. The present study examines EFL pre-service teachers’ professional identity situated in collaborative lesson planning that encompasses three stages: pre-planning, whilst-planning, and post planning. Dialogic reflection was deployed to find out the view and commitment of six pre-service teachers about teaching. The findings of the study revealed that collaborative lesson planning can shape pre-service teachers’ professional identity. It also increases their motivation and self-efficacy before they get into the actual teaching in the classroom.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Khoiriyah Khoiriyah
AU  - Utami Widiati
AU  - Bambang Yudi Cahyono
PY  - 2022
DA  - 2022/02/10
TI  - A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program
BT  - Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)
PB  - Atlantis Press
SP  - 142
EP  - 145
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220201.025
DO  - 10.2991/assehr.k.220201.025
ID  - Khoiriyah2022
ER  -